Jouanal oCumculum andSupenvsfon334 Summer 1992, VoL 7. No 4, 334-348

CREATIVE CURRICULUM FOR AN INNER CITY:A CASE STUDY OF ALEX TAYLOR

COMMUNITY SCHOOL

STEVE RAMSANKAR, Alex Taylor CommuniO, School, EdmontonCHARLES HART, Taber (Alberta) Schools

The purpose of this article is to describe the remarkable transformationof an inner-city school, from what was once a rigidly traditional school to whatis now the hub of community activities. Members of the school, home, andcommunity forged partnerships that developed trust, identified needs of thecommunity, and effected cocurricular programs and services for students,parents, preschoolers, senior citizens, and others. The article Is a study of 20years of loving service by a principal and staff and an explanation of theirvisions of multicultural education.

The Alex Taylor Community School, built in 1907, is located in the innercity of Edmonton, Alberta, Canada. Eight full-time teachers, one part-timeteacher, a custodian, a support staff, and a number of volunteers work withprincipal Steve Ramsankar as partners in search of excellence in education.The student population is highly transient. Many children live with a singleparent, and most families live below the poverty line. Many are on socialassistance. A high percentage of the 175 elementary students are new Immi-grants to Canada; there are currently 25 national and ethnic groups repre-sented. Visitors become immediately aware of the school's cultural diversitywhen they enter and see a large wall sign that says "Welcome" in 10 differentlanguages.

THE COMMUNITY SCHOOL FAMILY

Alex Taylor is not just a place for children from kindergarten to gradesix. Because it has been designated as a "Community School," it receives extrafunding from the province, and its mandate includes providing educationalprograms for adults. As a result, the school welcomes everyone in the commu-nity-as its welcoming sign suggests. This openness has prompted the AlexTaylor teaching staff to rethink their vision of what it means to educate. Intheir perspective, each person has basic and unique needs that the schoolmust responsibly attempt to understand and meet, and each person has

Steve Ramsankar and Charles Hart

qualities, talents, and abilities to contribute to the school and to the largercommunity.

The guiding image for such an approach to education is expressedthrough the metaphor school is a family. In talking with students, principalSteve Ramsankar often tells them:

Remember, children, that we are a family All of us help each other This means thatthe big people ai the school, the teachers and helpers, are parents away from homeThey should be greeted and treated with respect. If you have a problem, you knowthat you can go to them for help. Children can always find help at our school Thisbuilding is our home away from home.

One of the interesting qualities of the metaphor of school as an extendedfamily is that most listeners, regardless of age, can relate positively to the idealof a caring family. In most cases, the family unit has been the key to individual,cultural, and social survival.

The Alex Taylor concept of family is defined as people who help eachother at the school. A custodian, a secretary, a principal, teachers, supportstaff, parents, guests, senior citizens, police, and volunteers work together tocreate a school family and make the school a friendlier place. Every individualis vitally important to the operation of the school. Each person can be helpedand can help others. In so doing, the meaning of family becomes clearer andstronger. The family unit becomes a primary means for helping people learnto live together in peace and harmony.

The family metaphor is expressed in many ways at Alex Taylor, includingthrough the extensive involvement of volunteers. In fact, some volunteershave worked at the school longer than most of the staff. For instance, VirginiaYankowski, who started helping at Alex Taylor 20 years ago when her childrenwere students, has stayed on to help both children and adults. Mornings, sheis frequently in the staff room cooking her Cree specialties-moose-meatcakes and fried bannock-for youngsters who have arrived without breakfast.Every Tuesday she coordinates a luncheon for senior citizens and visitors.Virginia Yankowski is one of many volunteers who are striving to model whatit means to live as part of a loving, caring family and to discover ways to helpeach other.

OUTLINE OF A CO-CREATIVE CURRICULUM

Cherryholmes has defined curriculum as "a study of what is valued andgiven priority and what is devalued and excluded."' At Alex Taylor curriculumis more than a government-mandated program of studies. In addition to therecommended curriculum, Ramsankar and the staff-in a co-creative effort-

'Cleo H Cherryholmes, "A Social Project for Curriculum Post structural Perspectives,"Journral of Currtclum Studies 19 (July-August 1987). 297

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continually search for ways to develop curriculums that relate to the needs ofthe community's students, parents, senior citizens, and preschoolers. Ramsankar states:

Educators must be cognizant of the fact that we are living in an ever-changing society;therefore, we must be prepared to redefine the curriculum to meet the needs of thecommunity.

To achieve this goal, Alex Taylor Community School has developed avariety of educational and cultural programs in addition to the instructionalprograms for kindergarten through 6th grade. They include the following.

* A baby-sitting service for children six months to five years, whichenables parents to attend adult education classes at the school.

* A nutrition program to supplement children's diets.* A self-esteem program based on research by Dr. Jim Battle.* Cub Scouts, Big Brothers, Brownies, and Girl Guides programs for

children both during and after school.* School and public performances by the school's bell choir and choir.* Cultural exchange and travel programs within Alberta, elsewhere in

Canada, and to other countries. (This year the 6th grade students traveled toTrinidad, where they were welcomed by the prime minister and president ofthe republic.)

* Social, health, mental health, and dental hygiene programs for studentsand adults.

* Voluntary summer school for inner-city children.* A weekly police-in-school liaison program coupled with an awards

assembly to recognize students' talents and accomplishments.* Food and clothing banks for needy families.* English as a Second Language (ESL) classes for immigrant youth and

adults.* Citizenship programs to introduce children and their parents to the

ideals and realities of Canadian culture and citizenship.* Weekly meals for senior citizens, with students helping to serve the

food.* A senior citizens' drop-in center and recreation program.* A liaison program for elderly war veterans.* Further education and evening education programs organized by both

the school and the Parents' Society.* Research projects, work experience, and practicum experiences for

university and college students.* Special events and celebrations, such as a Halloween party and the

annual Chinese New Year celebration, which hosts over 400 invited guestsand city dignitaries for a dinner and student concerts.

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The variety of activities and programs indicates how Alex Taylorstrivesto educate all the people the school serves. Haggerson has described theprocess at Alex Taylor as

participation in the continual creation of the universe of one's self, of others, of thedwelling places of the world, that is, a co-creation.

We, as researchers, have changed as persons, as teachers, as scholars as a resultof our relationships with those of Alex Taylor. We are part of the co-creation.2

Co-creative curriculum, in this sense, seeks to involve the community, including visiting researchers, in quests to educate themselves and others.

In framing their co-creative curriculum, the principal and teachers conun-ually look at their students and community and search for ways to meet theneeds of the total child by creating an environment of trust, love, self-esteem,and hope. Their approach parallels Maslow's "Hierarchy of Needs" (i.e., "physi-ological," "safety," "love," "self-esteem," and "self-actualization"). 3 In practice,however, human needs cannot be easily separated. Instead, trust, love, self-esteem, and hope imply interactions with each other. Together, these fourelements provide the organizing framework of the Alex Taylor co-creativecurriculum.

Meeting Trust Needs of the Total Child

To foster trust, the teachers and support staff of Alex Taylor watch forways to meet four kinds of basic needs of the total child: (1) academic, (2)physical-recreational, (3) spiritual, and (4) social-cultural. This vision of needsis derived from Luke 2:52: "And Jesus increased in wisdom and stature, andin favour with God and man. " (Italics indicate the key words of the total childconcept.)4 This Biblical passage frames a way to look at children's presentneeds and to encourage each child's unique potential.

One way to help children satisfy their academic needs--to gain "wis-dom"-ts through the academic curriculum prescribed for elementaryschools. Consequently, the Alex Taylor teachers ensure that adequate text-books and supplies are available, and they work closely with the school'svolunteer librarian to coordinate resources for enrichment reading. Teachersmeet frequently to discuss the curriculum and plan ways to improve theirteaching, and they carefully analyze the results of city and provincial examina-tions in monitoring students' learning. Weekly assemblies also provide opportunities to recognize academic progress by students.

The academic needs can only be met, however, by simultaneously watch-ing for ways to meet other needs, including the physical-recreational ("stat-

2Nelson L Haggerson, "The School of the Future. Considering the Spiritual Aspects of theSchool as Culture" (paper presented at the Tenth Bergamo Conference of Curriculum Theoryand Classroom Practice, Dayton, October 1988)

'Abraham H. Maslow, Motvation and Personality (New York: Harper and Row, 1970).'Holy Bible, King James version (Rockford: Giffen Brothers, 1885).

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ure") needs. Meeting these needs involves more than planning and supervis-ing activities in the school classroom, gymnasium, or playground. Ramsankarsays:

Hungry children will usually not pay attention in class; they must be fed. Eachschool day, Alex Taylor children receive nutritious snacks

If children are improperly dressed, they need to be clothed or taught how o carefor themselves in a northern climate Alex Taylor always has spare clothing on handfor children and adults, and awasher, dryer, and showers are also available for children.

Some children come from unstable home conditions and are deprived of sleep.At Alex Taylor such children are allowed to rest for half an hour in the nurse's roomand attempts are made to counsel with parents.

Since many of the parents In the area cannot afford to take their children on trips,the teachers frequently plan held trips, which vary from a visit to the city zoo, attendinga sports event, going on a camping trip, or planning an international excursion

The spiritual needs, growing in "favour with God," are harder to address,because in a multicultural school they cannot be defined In a denominationalsense. Ramsankar explains the meaning of spiritual at Alex Taylor:

When I speak of the spiritual, I do not mean the church per se To speak of the spiritand the spiritual is not to speak of something other than human kind, but more as itis lived, known, and demonstrated. Knowing the spiritual refers to knowing one's selfand others and their traditions. I refer to man's caring spirit and love for each other

Consequently, the school staff continually look for ways to help students feelbetter about themselves and care about others. For example, a recent schoolassembly was devoted to the United Nations declaration calling for an end todiscrimination. At the assembly children, parents, and community leaderssang songs, said prayers, and expressed their hopes that the world couldbecome a more loving place.

The social-cultural needs, growing in "favour" with "man," focus on waysto get along and help others. Students are taught to obey the rules of theschool, such as "no fighting" or "no name calling." Children are continuallyencouraged to learn how to cooperate and respect each other. For their ownsafety, children are also reminded why they should not play in the parking lotor near the busy street that borders the school, and they are taught how tocross streets safely. Discussions at the frequent school assemblies teach themhow to talk with police officers and to respect them as protectors of law andorder in Canada, not as public officials who should be feared.

Students are also encouraged to think of and help others. They can assistthe custodian by picking up things that clutter school hallways. Additionally,they are given opportunities to help senior citizens. When a city newspaperreported that senior citizens in the area were unable to afford a decent meal,the school staff and volunteers brought the seniors into the school and allowedthe children to help serve them a nutritious hot lunch. Ramsankar maintains:

Children will be less inclined to steal from, mug, or take advantage of senior citizensif they have had frequent opportunities to see, talk, and interact with them. Children

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need to have frequent opportunities to help older people in order to understand thatseniors are human beings and to appreciate their accomplishments.

Understanding the total child-including the academic, physical-recre-ational, spiritual, and social-cultural needs-helps Alex Taylor staff membersassess what children require. As these needs are met, children learn to trustthe people responsible for operating schools and to see school as a placewhere meaningful learning can occur.

Greeting to Meet Love Needs

Fostering a trust that school is a safe, nourishing, uplifting, and helpfulplace opens doors for the simultaneous teaching of love. As Ramsankar frequently emphasizes, "If we do not trust each other, we cannot love eachother." The Alex Taylor staff place a daily emphasis on making loving contactwith fellow human beings, regardless of their status in society, their ethnicbackground, or their individual problems. The primary method for teachingthis principle is simple but profoundly powerful: all children and adults atthe school learn to greet one another.

The greetings usually take place when children or adults enter or leavethe school, but they may also occur throughout the day, especially whenpeople look like they could use a hug, Although a welcome frequently resultsin an embrace, a greeting may simply be a handshake or a verbal salutation.No one is excluded, children, teachers, parents, custodians, and visttors musthave their presence cordially acknowledged. According to Ramsankar.

A hug or handshake in the morning exudes warmth and sets the tone for the dayStudents need that kind of daily contact and affirmation. They need to know that wecare about them, that they are important, and that we love them. Therefore, we mustbe consistent and do it daily. I believe that saying "hello" is a teaching activity.

Levinas has described visible and audible contact with others as "anexposure of being," and the ethical responsibilities implied in such encounters go beyond the being or will of any individual. they are signified on thebasis of "the-one-for-the-other. "s During his research at Alex Taylor Community School for the past two years, Hart has described how the repeatedattempts to greet and to recognize responsibility for the welfare of othershave affected him:

Ramsankar's meaning of "hello" Is not the perfunctory greeting which many peoplethoughtlessly mumble, instead, it is an authentic Invitation of concern extended tosomeone else. Whether accompanied by an embrace of the arms, the clasp of ahandshake, a meeting of the eyes, or a pricking of the eardrums, an Alex Taylor "hello"

SEmmanuel Levinas, Otherese 7an Being orBond Essene trans Alphonso Lngis (Boston Martinus Nijhoff, 1981), p 80.

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is an attempt to open up or continue a conversation-a caring relationship-withanother.6

Thus, the teaching of love is redefined at Alex Taylor as any daily tactile, visual,or auditory opportunity for anyone-and everyone-at the school to becomemutually involved with and concerned about others.

The attempt to demonstrate love during one of the briefest of teachingmoments-exchanging hellos-opens other ways of learning how to loveothers. If a child is having problems, the prmincipal or teachers can often telland find ways to help. Students practice a buddy system of watching out foreach other. If a student is ill, the buddy may take homework to his friend,thus showing concern for his charge. In turn, teachers as well as students lookfor ways to help members of the community. Children write letters and visitlonely war veterans. The goal is to help people love their fellow human beings.

Celebrating Self-Esteem Needs

The quest for agape love concurrently reinforces the need for self-esteem.Ramsankar explains why:

To me, the single most important area which we must address is that of self-esteem,because if I don't feel good about myself, how can I feel good about your At one timeI was reluctant to say that I loved myself-that was being conceited. Today, I havechanged my opinion-because If I do not love myself how could I love you?

Self-esteem involves reciprocal encouragement of the self and others. Teach-ers need to love themselves if they are going to teach children to have self-esteem. That is one reason students are not the only ones welcomed to school,teachers often need to be hugged or lovingly greeted just as much as studentsThe challenge of teaching self-esteem, therefore, means that each person inthe school must learn to feel good about his or her own talents, accomplish-ments, and level of mental health. It also means that each person learns toencourage others to feel good about themselves.

For the past 15 years, Ramsankar and the Alex Taylor staff have workedclosely with Dr. Jim Battle, a well-known advocate of self-esteem and a clinicalpsychologist In the Edmonton Public Schools. In 1975 Battle piloted a programat Alex Taylor for testing a child's self-esteem, and this program is currentlyused in schools in 25 countries. From the results of his testing of children atAlex Taylor, Battle has concluded, "We find that this school is enormouslysuccessful in increasing self-esteem." 7

Some of the basic principles described in Battle's book 9 to 19: CrucialYears for Self-esteem in Children and Youth help explain how Ramsankar and

6Charles Hart, "Defining and Cherishing the Being of a Leading Teacher A Reflective Study

of Steve Ramsankar" (unpublshed manuscript presented at a research symposium at the Univer-sity of Alberta, Edmonton, 1988), p. 6

Janice Tyrwhitt, "A Loving Principal," Readers' Dtges 131 (August 1987) 83

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his staff work to increase self-esteem. Battle maintains that a family environment that seeks to foster self-esteem should provide the following conditions:

Unconditional positive regard, as put forth by Rogers, is a process in whichparents communicate to their children that they are loved unconditionally That is,they communicate to their children that caring for and prizing them is not contingenton any predetermined conditions. Children who have this from their parents realizethat their parents love them at all times, even when they behave in a fashion that theirparents consider to be inappropriate.

En.ouragement Parents who encourage their children emphasize positives ratherthan negatives. They minimize the importance of children's mistakeswhile recognizingand helping to build their assets and strengths.

Reflective listening is a process which involves grasping what the child feels andmeans, and then stating or reflecting this meaning in a fashion so that the child feelsunderstood and accepted. Thus, the technique of reflective listening works as a sortof mirror that enables the child to see him or herself more clearly8

Battle believes these processes outline the ways parents should buildtheir children's self-esteem. He describes other actions for educators. Ram-sankar, however, has interpreted "unconditional positive regard," "encour-agement," and "reflective listening" as the foundation for how he and histeaching staff relate to Alex Taylor's family of children, parents, voluntefers,and visitors. The daily greetings are, in a sense, a ritual demonstrating uncondi-tional love. If students misbehave, the impropriety of the actions will bediscussed and accounted for as quickly as possible, but when students passteachers or the principal in the hall, they know that they will still receive afriendly, concerned greetmg. The teacher may not have liked the behavior ofa particular student, but the teacher still cares for the student as a person. Thesame principle applies to aides, volunteers, or visitors. Everyone is welcomedback regardless of the time spent away from the school. According to Ramsank-ar's way of looking at building self-esteem:

Each person is unique and is a very special human being Each has strengths andweaknesses To me it is morally wrong to dwell on the weaknesses of a fellowhuman being, but by capitalizing on the strengths of each individual, achievements areboundless.

Thus, the means to achieving unconditional love at Alex Taylor CommunitySchool is to look at the strengths of each person and, in so doing, to see theincredible worth and potential of each human being.

This does not imply that Ramsankar or his staff ignore problems. Part ofthe challenge of encouraging self-esteem is to turn problems into learningopportunities. For instance, if a student frequently instigates fights, a plan isworked out with the child for learning to control his or her temper Like manyhuman problems, the fighting may not immediately stop, but if the child canbegin to learn how to be friendlier and helpful to others and to reduce the

'ames Battle, 9 to 19 Crucal Yeasfor Selfesteem in Children and Yout, (Seattle: SpecialChild Publhcations, 1987), pp 61-63

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number of fights, then that is a beginning and is recognized as a positivelearning step.

From another perspective, if immigrant parents have poor self-esteembecause they cannot talk with their children about school, then the Alex Tay loranswer is to invite the parents to come to the school for free languageinstruction. Day-care services at the school enable parents who have smallchildren to attend the English as a Second Language (ESL) program. LearningEnglish, associating with parents who face similar problems, and having theopportunity to interact with their children's teachers can help such parentsimprove their ability to communicate and to feel better about themselves andthe education of their family. For the Alex Taylor staff, fostering self-esteemis a process of encouraging ongoing learning.

Reflective listening is one of many communicauon techniques the AlexTaylor staff use each day to promote self-esteem. Tyrwhitt described an occa-sion on which a little girl was crying because her new coat had been dirtied,Ramsankar listened to the girl's concerns and assured her that Halleen Turner(the school secretary) could get the stain out.9 The child was not made to feelas if her concerns were unimportant, instead, the staff listened. Hart describedan incident in which a troubled boy briefly stood by the seldom-closed doorof the principal's office, was quickly recognized, hugged, and invited in for aprivate conversation with Ramsankar. The boy never had to ask for helpbecause Ramsankar's senses were open to listening and helping the child.' °

The receptivity to communication is further symbolized by a staff roomthat is always open, where parents, children, visitors, and staff members cansit down, share a drink of milk, coffee, or tea, and converse with one another.For the Alex Taylor staff, active listening is vital for identifying, dealing with,and resolving problems and for creating an inviting, friendly atmospherewhere everyone feels welcome.

But the most important part of the Alex Taylor process for fostering self-esteem is celebrating strengths. Ramsankar elaborates on his meaning forcelebration. "Every human being likes to be recognized. Recognition providesmotivation, which can lead to high achievement and the elevation of self-esteem. Recognition is a form of celebration.' "" Thus, various means forcelebrating accomplishments are continually sought.

In a way, the frequent greetings in the hallways and classrooms are dailycelebrations of each individual. An exchange of hellos provides opportunitesto recognize recent accomplishments: "How is my friend, who is doing betterwith his math?" (said to a grade one student); "Phi lust won an academic

Janice Tyrwhin, "A Loving Principal," Readers' Digest 131 (August 1987) 84"Charles Hart, "Defining and Cherishmg the Being of a Leading Teacher A Reflective

Study of Steve Ramsankar" (unpublished manuscnpt presented at a researth symposium at dieUniversity of Alberta, Edmonton, 1988), p 8

"Steve Ramsankar, "Daily Celebrations Alex Taylor School, pamphlet series of AADACDevtelopments 8 (December-January 1988-1989). 5

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scholarship" (said to a graduate of Alex Taylor who has returned to helpteach summer school classes); "Francis is one of our hardest working parentvolunteers" (said to one of the aides who is at the school nearly every day).The purpose of such minicelebrations is to acknowledge and praise strengths.Ramsankar emphasizes that "we have to look for strengths, even in failuretimes.""

Weekly student assemblies are part of a more formal "symbolic ritual"designed to celebrate the achievements of students." Singing is an importantpart of celebrating at these assemblies. Patriotic anthems ("O Canada" andGod Save the Queen") serve as the invocation and benediction of the assem

bly, they help the children learn to honor their country (in many cases acountry their parents have recently adopted). Songs of happiness (such as "IfYou're Happy and You Know It Clap Your Hands," "Heads, Shoulders, Kneesand Toes," or "I Love to Go A-Wandering") remind students of things theycan be thankful for and of the adventures that growing up can bring.

Prayer follows the singing of Canada's national anthem. Students recitethe Lord's Prayer, not as an attempt to convert people to Christianity, but toconvey the Importance of recognizing the vitality that the spiritual can give toeducation. Ramsankar tells why:

I believe in a power that is greater than myself I am sure that most people do. It doesnot matter whether we are Hindu, Moslem, Shinto, Buddhist, or Christian-we all canshare the spiritual celebration of others' accomplishments.

The recited prayer, in this sense, is a reminder that all persons, regardless oftheir religion or lack of religion, need to recognize and celebrate spiritualways to journey the earth peacefully.

Teachers present the "Student of the Week Award" not just to recognizeacademic excellence. Awards are presented for such things as listening well,trying harder, loving, caring, sharing, consistent or improved attendance,demonstrating responsible citizenship, or responsibly completing homeworkassignments. Those selected as "Students of the Week" are presented with acertificate, photographed, and their pictures are displayed in the hallwayChildren's birthdays are also recognized. The yearly graduation assemblyhonors students who have completed six years of schooling.

Recognition, though, does not always have to involve a formal certificateor a special occasion, it can be as simple as one of the students bringing akitten to the assembly and sharing the joy of talking about and caressing thepet with peers and teachers. Even though an assembly is held every week,there is never a shortage of accomplishments or talents or precious posses-

"Par S[lvie LAndr, 'Les Petits Arrivent le Ventre Creux et mal Vetus," leDlndr (December1987) 37

"ThomasJ sergiovannl, Leadership and Excellence mn Schooling," Educational Leaderip41 (February 1984) 9

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sions. Instead, these weekly assemblies remind the teachers to be on thelookout for ways to reward and praise their students.

Informing students of the school's activities and calendar of events at theassemblies allows everyone to know what is happening at their school and torecognize the accomplishments of various groups. the school choir, the handbell choir, the school's Cub Scout and Brownie programs, or the Big Brothersand Big Sisters groups. Announcements about school activiues may invitenew students to participate in these groups, or the information may simplyencourage children to look forward to field trips to the zoo, a football game,or a school exchange program with a sister school In Banff.

·Welcoming visitors is a regular part of the assembly ritual. Almost everyweek a policeman visits the school and combines discussions about trafficsafety, personal safety in the neighborhood, or drug abuse and alcoholismwith demonstrations of friendship and fun. Other special guests, such as theprime minister of Trinidad, federal and provincial politlcians, judges, lawyers,business people, former students who have graduated from high school oruniversity, university researchers, and service groups have attended and spo-ken at the assemblies. These assemblies help the children recognize theimportance of various people in their lives. They learn, for example, thatpolice are human beings who preserve law and order and care for thewelfare of the community. Students also have the opportunity to interact withimportant people in the community, to recognize and be recognized by them.

It is not only official speakers, however, who are recognized at the weeklyassembly. Parents frequently attend, often bringing younger children withthem. Each attending parent and child is introduced to the assembly. Everyperson is considered important. At the beginning of the 1988 summer schoolsession, the new custodian offered to answer the telephone while the rest ofthe staff attended the assembly, but Ramsankar's immediate reply was, "No,the phone calls can wait; it is more important that you be introduced to thechildren." This new custodian came to understand that his presence in theschool merited recognition.

In their research, Haggerson, Macagnoni, and Ramsankar made the fol-lowing discovery: "We realized that this weekly event was an experience thatmost of the children eagerly anticipated They expected us to stop and speakwith them. They expected verbal response and gesture and affirmation. "i4 Theweekly assembly is an opportunity for children and adults to interact with oneanother and nurture relationships. It is a weekly celebration of present andpotential strengths.

"4Nelson L Haggerson, Virginia M Macagnonm. and Steve Ramsankar, 'The Spirit and Actionof Citizenship Alex Taylor Community School," WCCI Forum 1 (Spring i987) 163 This essay isreprinted in Toward a Renamssance of Humanity Rethinking and Reonentng Cumculum andInsmrucrion, ed Terrance R. Carson (Edmonton: University of Alberta Publications, 1988)

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A similar ritual occurs at a weekly dinner for senior citizens. Prayers ofthankfulness are offered for the food; seniors are informed of events happen-ing at the school for both themselves and the children, guests are welcomedand often invited to speak, and children are invited to help in serving thefood. Usually Ramsankar tells some of his favorite old jokes, although FrankSklove (a 1918 graduate of Alex Taylor who actively supports the school) hastaken to writing new jokes for Ramsankar. The dinner for senior citizensreminds everyone that the past is worth remembering.

Other planned and impromptu celebrations occur throughout the yearEach month staff members' or volunteers' birthdays are acknowledged withbirthday cake, a gift (such as a flower), and a song in the staff room. Theseniors hold bingo games regularly, with food (instead of money) as prizesThey also meet for activities such as shuffleboard, carpet bowling, or informalparties. In October, a neighboring high school organizes a Halloween partyfor the children, distributing free candy and supervising challenging gamesChristmas is a busy time, with concerts and gift packages for each of thechildren. Seniors receive free dinners on Boxing Day and New Year's DayDuring the long winter season, events such as "Cabin Fever Day" encouragestudents to dress up and put on a talent show. Every spring, the folice preparea free pancake breakfast at the school, play games with the children, and takethem for motorcycle rides.

The highlight of the school year for the past 20 years has been thecelebration of the Chinese New Year, usually in early February. Over 400parents and guests attend a free dinner. The mayor of the city is often presentand invited to speak, along with representatives from the federal parliamentand the provincial legislature. Prominent school board members and officers,federal judges, and church leaders attend. Expressions of good will arephrased in Chinese, and Chinese customs are described. Children and volun-teers prepare numerous displays of Chinese myths or symbols, and manychildren dress in ethnic clothing. After dinner, the children stage a perfor-mance of plays, singing, oriental music, choral speech readings, ribbon dances,stick dances, and the lion dance. In one evening, Alex Taylor CommunitySchool brings together political leaders, business people, officials, educators,parents, senior citizens, and children. A large city is transformed into anintegrated community that participates in what Sergiovanni has described as"culture building" and the "practicing of purposing." ' Through this culturalcelebration, children and adults learn to understand and love one another.

Actualizing Hopes for Miracles

Hope underlies the attempts to meet the human needs of trust, love, andself-esteem. Such hope is expressed by encouraging the possibilities for being

'rThomasJ Sergiovann, "Leadership and Excellence m Schooling," EducationalLeadesbip41 (February 1984) 9

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and becoming uniquely yet responsibly human, and it searches for discoveriesabout the reasons for living. Ramsankar articulates the fundamental hope ofhis philosophy:

I believe that every person was created by God and that each person has a God-givenpurpose for living. Part of my purpose as an educator is to help others discover theirdivine yet individual purposes for living

This hope echoes Frankl's transcendental search for personal meanings ofliving: "He who has a why to live can bear with almost any how."'6 Such aphilosophy assumes that children and adults can realize accomplishments,goals, and quests. Both can actualize miracles of educational growth by helpingone another discover individual purposes for living.

The miracles of actualization often can take a considerable amount oftime and may appear insignificant to outsiders. Ramsankar, for example,relates how many members of the Native population who lived in the neigh-borhood refused to come near the school or to encourage their children toattend Drugs, alcoholism, prostitution, and gambling were persistent prob-lems for them Ramsankar and his staff reached out, however, and began todevelop a sense of trust with them. After several years of showing friendship,a few Natives started coming into the school and the staff room. Ramsankar,in turn, encouraged them to work as volunteers and paid them an honorarium,which began to lift their esteem in their own eyes and in the eyes of theirchildren For the past nine years, about 10 Natives have helped as volunteersand aides. They are discovering dignified purposes for living.

In working with adults, the actualizing hopes are for the present and thenear future; children, however, connote a greater hope for the 21st century.Marlene Poloway, the Community School Coordinator at Alex Taylor, explainsher visions for the hope that children represent:

Today's youth are the ones who will alter prejudice that has been in existence forhundreds of years. Youth exchanges and the integration of youth from all parts of theworld into our school have given our youth valuable education about the similaritiesthe)- all share It is through these similarities that cummun guals will be establishedThrough this, an appreciation for the uniqueness of others will develop.7

From Poloway's comments, the purposes underlying the Alex Taylor curricu-lum are made more clear. Children are fed, clothed, groomed, loved, andhelped to feel good about themselves and others These actions are not

'"Viktor Franki, Wans Searchbfor.feaning An Introduction to Logotherapm (Buston. Beacun,1962), p 76

' Marlene Poloway, cited in Steve Ramsankar, "Visions of the Future. Dynamic Synthesis ofMany Cultures" (keynote address presented at the Council of askatoon Social Studies Conference,Saskatoon, October 1987), p 6

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Steve Ramsankar and Charles Hart

performed as ends in and of themselves, they foreshadow how future adultscan live responsibly and "learn to walk the earth edifyingly together." "i

In societies that are multicultural and will continue to become more so,children provide hope that human beings can love, care, and reach out toothers in tolerance, understanding, love, and peace.'9 Faith in the futureachievements of children is the reason why Henry Adams could say, "A teacheraffects eternity; he/she can never tell where his/her influence stops." "Z

CONCLUSION

Previous studies have attempted in various ways to describe the qualitiesof Alex Taylor Community School. Haggerson, Macagnoni, and Ramsankaremphasized the "aliveness: the spirit of well-being."2 ' A WCCI videotape,"A Multicultural Approach to Citizenship and Educating the Total Child,"emphasized the ways of meeting the needs of students. 22 The CBC Man Alivetelevision program characterized the school as "a loving place. "' 3 An ACCESSvideotape explored how education at Alex Taylor Is approached as a "partner-ship" with the community.24 Tyrwhitt focused on the leadership of "a lovingprincipal." 2" What these previous analyses and this article are attempting tofind Is a way to talk about the spiritual foundation that underlies the school'sethos.

Huebner has suggested that there are no direct ways of knowing thespiritual: only indirect ways of knowing and testifying to it.2 6 What is mostimportant about Alex Taylor may be impossible to adequately describe inwords. At the very least this article is another attempt to witness how AlexTaylor Community School has changed the lives of many students, teachers,aides, parents, volunteers, and researchers for the better. As the Chancellor

'"Ted Tetsuo Aokl, "Celebrating the Meaning of Being" (unpublished commencementaddress presented at the graduation ceremonies of the University of Lethbridge, Lethbndge,Alberta, May 1988)

'°Council for Cultural Cooperation, Thbe CDCCs Project No. 7 Tbe Education and CulturalDervelopment of Mfgrants (report presented at the Project No - Final Conference. Rotterdam, dieNetherlands, November 1986)

%Lawrence J Peter, Peter's Quotations Ideas for Our Time (New York William MorrowCompany, 1977), p 464

'Nelson L Haggerson, virginia M. Macagnom. and Steve Ramsankar, "The Spint and Actionof Citizenship. Alex Taylor Community School," WCCI Forum I (Spring 198') 160

uSteve Ramsankar. "A Multicultural Approach to Citizenship and Educating the Total Child"(videotape available through Dr Maxine Dunfee, Executive Secretary of the World Council forCurnculum and Instruction, Indiana University, Bloomington, IN, 1985)

'Canadian Broadcasting Corporation, "School as a Loving Place," Man Al/re television senes(Toronto: CBc, fall 1985)

2ACCESS Alberta, Partners in Education" (videotape production avaulable through ACCESS

Alberta, Edmonton, Alberta, 1988))anice Tyrwhithm. "A Loving Principal," Readers'Digestr 131 (August 1987). 80m2vayne Huebner, Spirtuallty and Knowing,' inNationalSoietofor theStuad, of Eduat

ion (NSSE) Yearbook, Pan I., ed. Elliott Eisner (Chicago: University of Chicago Press, 1985).

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of the University of Alberta.said in a letter to Ramsankar informing him thathe would receive an Honorary Degree of Doctor of Laws:

The Senate has chosen to honor a person whose work as a gifted and dedicated teacherand humanitarian has enriched the lives of so many children and adults; and who hasbrought a sense of dignity and purpose to many whose future might otherwise havebeen without hope or promise.'

STEVE RAMSANKAR is Principal, Alex Taylor Community School, 9321 JasperAvenue, Edmonton, Alberta T5H 3T7, Canada.

CHARLES HART is a teacher, Taber High School, Box 1997, Taber, Albena TOK2GO, Canada.

ZTevie H Miller, unpublished letter to Steve Ramsankar, December 1988, p 1

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Copyright © 1992 by the Association for Supervision and Curriculum Development. All rights reserved.